| A call for onto-epistemological diversity in early childhood education and care: Centering global south conceptualizations of childhood/s MS Pérez, CM Saavedra Review of Research in Education 41 (1), 1-29, 2017 | 135 | 2017 |
| The “new materialisms”: A thorn in the flesh of critical qualitative inquiry? M MacLure Critical qualitative inquiry, 93-112, 2016 | 128 | 2016 |
| Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism CM Saavedra, MS Pérez Equity & Excellence in Education 45 (3), 430-443, 2012 | 124 | 2012 |
| Critical qualitative inquiry: Foundations and Futures G Cannella, M Pérez, P Pasque | 111 | 2015 |
| Disaster capitalism as neoliberal instrument for the construction of early childhood education/care policy: Charter schools in post-Katrina New Orleans MS Perez, GS Cannella International Critical Childhood Policy Studies Journal 4 (1), 47-68, 2011 | 85 | 2011 |
| Situational analysis as an avenue for critical qualitative research: Mapping post-Katrina New Orleans MS Pérez, GS Cannella Qualitative Inquiry 19 (7), 505-517, 2013 | 60 | 2013 |
| Centering critical inquiry: Methodologies that facilitate critical qualitative research PA Pasque, MS Pérez Critical qualitative inquiry, 139-170, 2016 | 58 | 2016 |
| Chicana/Latina feminist critical qualitative inquiry: Meditations on global solidarity, spirituality, and the land CM Saavedra, MS Pérez International Review of Qualitative Research 10 (4), 450-467, 2017 | 47 | 2017 |
| Using situational analysis for critical qualitative research purposes MS Perez, GS Cannella Qualitative inquiry and global crises, 97-117, 2016 | 44 | 2016 |
| Emboldened patriarchy in higher education: Feminist readings of capitalism, violence, and power GS Cannella, MS Perez Cultural Studies? Critical Methodologies 12 (4), 279-286, 2012 | 43 | 2012 |
| Black feminist activism: Theory as generating collective resistance MS Pérez, E Williams Multicultural Perspectives 16 (3), 125-132, 2014 | 34 | 2014 |
| Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism CM Saavedra, MS Pérez Policy Futures in Education 16 (6), 749-763, 2018 | 31 | 2018 |
| Black feminist photovoice: Fostering critical awareness of diverse families and communities in early childhood teacher education Pérez, Ruiz Guerrero, Mora Journal of Early Childhood Teacher Education 37 (1), 41-60, 2016 | 29 | 2016 |
| An introduction:(Re) envisioning Chicana/Latina feminist methodologies C Saavedra, M Pérez Journal of Latino/Latin American Studies 6 (2), 78-80, 2014 | 28 | 2014 |
| Black feminist thought in early childhood studies:(Re) centering marginalized feminist perspectives MS Pérez Feminism (s) in early childhood: Using feminist theories in research and …, 2017 | 26 | 2017 |
| Rethinking global north onto-epistemologies in childhood studies MS Pérez, CM Saavedra, J Habashi Global studies of childhood 7 (2), 79-83, 2017 | 25 | 2017 |
| What Does the Every Student Succeeds Act (ESSA) Mean for Early Childhood Education? A History of NCLB's Impact on Early Childhood Education and Insights for the Future under ESSA MS Pérez Teachers College Record 120 (13), 1-18, 2018 | 23 | 2018 |
| Critical examinations of quality in early education and care: Regulation, disqualification, and erasure GS Cannella, MS Pérez, IF Lee Peter Lang, 2016 | 22 | 2016 |
| Dismantling racialized discourses in early childhood education and care: A revolution towards reframing the field MS Pérez Disrupting and countering deficits in early childhood education, 20-36, 2019 | 18 | 2019 |
| Power-shifting at the speed of light: Critical qualitative research post-disaster GS Cannella, MS Perez Qualitative inquiry and social justice, 165-183, 2009 | 17 | 2009 |
PENNY A. PASQUEThe Ohio State UniversityDirección de correo verificada de osu.edu
